Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge

被引：1
作者：
Thomson, Margareta M. [1 ]
Huggins, Erin [2 ]
Carrier, Sarah J. [1 ]
Gray, DeLeon [1 ]
机构：
[1] North Carolina State Univ, Teacher Educ & Learning Sci, Campus Box 7801, Raleigh, NC 27695 USA
[2] North Carolina State Univ, Friday Inst, Raleigh, NC 27695 USA
来源：
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 2022年 / 44卷 / 08期
基金：
美国国家科学基金会;
关键词：
Developmental trajectories; teacher self-efficacy science beliefs; instructional beliefs; knowledge; SELF-EFFICACY; SCIENCE; MATHEMATICS; INQUIRY;
D O I：
10.1080/09500693.2022.2075948
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The current study investigates the developmental trajectories of novice elementary teachers' self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants' teacher preparation and into their first two years of teaching. Study results indicate changes in teachers' self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers' growth in science content knowledge had an impact on teachers' self-efficacy science beliefs and on teachers' instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers' science developmental trajectories and the role of knowledge and beliefs in their professional growth.
引用
收藏
页码：1277 / 1298
页数：22
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